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Many studies have been conducted internationally on headteachers‟ role in School Improvement (SI). In Pakistan, however,
this is a new but increasingly expanding area of study focusing different types of schools (Khaki, 2005) including private,
public, and community based. This study on headteacher‟s role in SI was conducted in a community based school in Karachi
comprising of migrants from different parts of Pakistan and (refugees from) Afghanistan. A case study, using semi-structured
interviews from headteacher and other stakeholders were used to explore the headteacher‟s role in SI. The findings show that
role of the Headteacher in SI is complex, daunting, multi-dimensional, and multilayered (Lizotte, 2013; Moos, 2013).
Headteacher performs her best to provide better education to learners; tries to meet stakeholders‟ expectations in terms of
improving teaching and learning, improving school infrastructure (e.g., up-gradation of the school building), keep her
teachers motivating and satisfying parents. The disabling factors include lack of financial resources, teachers‟ turnover, and
resource management but school managing committee and energetic teachers play as enabling factors in SI (Bryk, 2010).
Given her contextual limitations inherent in the community school, she is making the most of what is available to her through
practicing distributed leadership style.
Sadruddin Bahadur Qutoshi, Jan-e-Alam Khaki. (2014) The Role of a Principal / Headteacher in School Improvement: A Case Study of a Community-Based School in Karachi, Pakistan, Journal of Research and Reflections in Education, Volume 8, Issue 2.
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